Rational Emotive Behaviour Therapy was developed by Dr. Albert Ellis in the 1950's. Educators are beginning to rethink how they address behaviour in schools. Slowly we are appreciating that if students are to learn how to better manage themselves emotionally and behaviourally more successfully then REBT has a lot to offer through RATIONAL EMOTIVE BEHAVIOUR EDUCATION

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Monday, 8 March 2010

REBT and Bullying

Recent research by Giulio Bortolozzo and Dr. Ken Rigby has shown that low self worth is associated with a tendency to be victimised. Dr. Ellis' Unconditional Self Acceptance (USA) helps individuals understand that others’ views of them don't define who they are. These individuals understand that rejection and failure cannot diminish their worth - they can be rejected but can never be a reject, they can fail but are never a failure. The research also shows that bullies tend not to accept others. They may view others who are different as being losers or nerds and decide it's ok to bully them because they are not 'normal'. Ellis calls this Conditional Other Acceptance (COA). The research establishes that there is a relationship between how people view themselves and others and bully and victim behaviour.

Ellis invites educators to teach the self-helpful rational beliefs of Unconditional Self/Other Acceptance. If children develop (construct) the belief that they are only worthwhile when they are approved by significant others then they will be vulnerable to the negative opinions of others. If children construct a belief that others are OK only when they satisfy certain conditions e.g. look a certain way, behave a certain way they may tend to bully others.

These irrational beliefs can be challenged and children can 'unlearn' the harmful ideas that underpin how they behave (victim or bully). This can be done by applying REBT principles via all school processes and practices, through BEHAVIOUR EDUCATION.

Harmful, irrational ideas undermine our capacity to make healthy decisions and to manage unhealthy negative emotions like anger and anxiety. Dr. Rigby recently made the point that whilst bullying remains a major concern in schools and beyond we would be wise not to believe that it's out of control and to think that a punitive approach would solve the problem. In fact, there is now reliable evidence that (i) the prevalence of bullying in schools is becoming less frequent and (ii) well-evaluated interventions have demonstrated that some programs have led to significant reductions in peer victimisation. Irrational and unsubstantiated claims to the contrary can prevent the adoption of such programs. These are examined in detail in Ken Rigby's new book: 'Bullying Interventions: Six Basic Approaches'. Melbourne, ACER, 2010.

The poem below by Giulio Bortolozzo was inspired by Ellis' ideas of Unconditional Acceptance of Self and Others.

Bully for You

Do you think you have nothing to offer?Use self-talk which is negative and untrueAnd you don’t think you amount to much? Then I have just the thing for you!

Bully for you, bully for youI have a bully for you!

I look for people to victimiseMy admiring buddies think I’m greatI like to see fear in your eyesYou deserve to suffer mate!

Bully for you, bully for youI’m the bully for you.

I will persist, never let upI don’t consider how you feelMy life’s work is to see you sufferYou don’t matter; you’re no big deal

Bully for you, bully for youI’m the bully for you!

We control our thoughtsWe are what we perceiveWe can choose to be powerless victimsUntil we change what we believe

Victim for you, victim for youWill I be the victim for you?

I’m a worthwhile personI have qualities unique to meWe are all different from each otherThat makes us the same you see?

No, I will not allow you to bullyYou don’t have my permission you seeI will not be your sporting obsessionYou are not the bully for me!

Bully for me, bully for me.You are not the bully for me.

The cloak of silenceIs the bully’s best friendSo speak out, everybody!It’s the cloak that’s specially tailoredFor you and for me!